Publication: The development of a curriculum to enhance learning management competency in digital transformation age for pre-service teachers
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Issued Date
2025-01-01
Resource Type
eISSN
24523151
Scopus ID
2-s2.0-105001930444
Journal Title
Kasetsart Journal of Social Sciences
Volume
46
Issue
1
Rights Holder(s)
SCOPUS
Bibliographic Citation
Kasetsart Journal of Social Sciences Vol.46 No.1 (2025)
Suggested Citation
Satjapiboon S. The development of a curriculum to enhance learning management competency in digital transformation age for pre-service teachers. Kasetsart Journal of Social Sciences Vol.46 No.1 (2025). doi:10.34044/j.kjss.2025.46.1.22 Retrieved from: https://hdl.handle.net/20.500.14740/20237
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Abstract
COVID-19 has accelerated digital transformation, where the traditional curriculum is unable to provide necessary skills to pre-service teachers. This research focuses on curriculum development to equip future teachers with sufficient competencies and aimed to: (1) study learning management competency in the digital transformation age of pre-service teachers; (2) develop a curriculum to enhance learning management competency in the digital transformation age; and (3) assess curriculum quality and effectiveness. The research participants included 16 informants for the interview, 9 experts for the focus group, 12 experts who approved the curriculum and 88 pre-service teachers to assess curriculum effectiveness. The instruments included an interview form, focus group issues, an assessment form, and competency test, subsequently analyzed by means, standard deviations (SD), t-test dependent, one sample t-test, and content analysis. The results revealed as follows: (1) Learning management competency in the digital transformation age included; (1.1) pedagogical strategic design; (1.2) using digital in learning management; (1.3) digital communication and collaboration, and (1.4) integrated problem solving. (2) The curriculum are six components; objectives, principles, content structure, the 4-step stairs activities including inquirer, screener, integrator, initiator; instructional media and sources, and evaluation; (3) The quality of curriculum was highest in terms of accuracy, suitability, and benefits; with high feasibility. Pre-service teachers increased their learning management competency after participating, and higher than the 70 percent criteria in all activities, with a significant difference of .01. The findings also showed that pre-service teachers’ satisfaction toward the activities was highest, and significantly higher than the 70 percent criteria in all activities.